Determining What LESLLA Learners Want to Do in Class: A Principled Approach to Needs Assessment

Abstract

Trying to assess what literacy learners want to learn in class when they have limited English oral and written skills is a challenge. For this project, we reviewed current needs assessment tools designed for LESLLA learners and found them lacking. We used action-research methodology to design a new needs assessment tool to help LESLLA learners prioritize potential topics of interest, which could then be covered in an ESL class. We found that learners enjoyed this particular needs assessment and that it helped them to focus on learning goals. As instructors, we noted that this activity was a good use of class time and also that it helped us to focus our instruction. We argue that this method is one way of conducting a needs assessment for LESLLA learners, and that the field would still benefit from additional approaches.